Elite footballers as role models: promoting young women’s football participation     

Carrie Dunn 《Soccer & Society》2016,17(6):843-855

Sportspeople are constantly urged to maintain the highest levels of conduct because of their position as ‘role models’ to children. This article reports from a study in progress which explores the experiences of elite female athletes in Britain, and focuses on qualitative interview responses of elite female footballers, all of whom were currently playing at top-flight domestic and international levels and took part in the 2012 Olympics. It explores what they perceive the position as ‘role model’ to mean, how it impinges on their sport performance, and how they work with gifted young footballers to promote sporting excellence as well as community cohesion through grass-roots outreach work. It discusses their thoughts on how role models are currently and can best be used to encourage young women’s football participation from elite down to grass-roots levels, and highlights the amount of responsibility they feel to do this.  相似文献   

Rhythm in bodily action and creative dramatics     

Carrie Rasmussen 《Quarterly Journal of Speech》2013,99(2):291-294

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Psychosocial problems of deaf children and their families: a comparative study.     

R D Freeman  S F Malkin  J O Hastings 《American annals of the deaf》1975,120(4):391-405

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Verse speaking and bodily activity     

Carrie Rasmussen 《Quarterly Journal of Speech》2013,99(2):282-286

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Empirical Research on Ethnic Minority Students: 1995–2009     

Eleazar Vasquez III  Angel Lopez  Carrie Straub  Selma Powell  Tracy McKinney  Zachary Walker  Tiphanie Gonzalez  Timothy A. Slocum  Lee Mason  Breda V. Okeeffe  Peña L. Bedesem 《Learning disabilities research & practice》2011,26(2):84-93

Ethnic minority disproportionality has been a topic of extensive discussion and research for many years. In 1997, Artiles, Trent, and Kuan conducted a seminal review of the special education research literature to identify how often researchers report and disaggregate data in ways that would support conclusions about specific ethnic minority groups. These authors found alarmingly low rates of publication on identifiable minority groups. The purpose of this review is to replicate the work of Artiles et al. and extend this literature analysis to the subsequent 15‐year period (1995–2009). We found increases in the proportion of articles reporting ethnic minority information 15 years following the Artiles et al. publication. Discussion focuses on the gap in our knowledge of evidence‐based practices for ethnic minority students in special education.  相似文献   

Preschoolers’ Perceptions of Gender Appropriate Toys and their Parents’ Beliefs About Genderized Behaviors: Miscommunication,Mixed Messages,or Hidden Truths?     

Nancy K. Freeman 《Early Childhood Education Journal》2007,34(5):357-366

Young children construct understandings of gender during the preschool years. They accurately apply common gender stereotypes to toys by the time they are three and readily predict their parents’ opinions about gender-typical and cross-gender play. This study involved 3- and 5-year-old children in identifying “girl toys” and “boy toys”. It also asked them to predict their parents’ reactions to their choices of gender-specific toys. These children’s parents were surveyed in an effort to describe their preferences about gender-specific toys and behaviors. Responses indicated that, in spite of evidence that many of these parents reject common gender stereotypes, their children predicted parents would consistently apply these stereotypes as reflected by their approval or disapproval of children’s choices to play with gender stereotyped or cross-gender toys. The mis-match between parents’ self-described beliefs and children’s perceptions of the messages they have received about genderized play are discussed.

Nancy K. FreemanEmail:

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University of North Carolina at Charlotte: Using the EIA Application as a Catalyst for Intentional Improvement     

Christine Robinson  Cathy Sanders  Harriet Hobbs  Elise Demeter  Karen Singer‐Freeman 《Assessment Update》2019,31(1):1-16

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How Accurate Is Peer Grading?     

Freeman S  Parks JW 《CBE life sciences education》2010,9(4):482-488

Previously we showed that weekly, written, timed, and peer-graded practice exams help increase student performance on written exams and decrease failure rates in an introductory biology course. Here we analyze the accuracy of peer grading, based on a comparison of student scores to those assigned by a professional grader. When students graded practice exams by themselves, they were significantly easier graders than a professional; overall, students awarded ≈25% more points than the professional did. This difference represented ≈1.33 points on a 10-point exercise, or 0.27 points on each of the five 2-point questions posed. When students graded practice exams as a group of four, the same student-expert difference occurred. The student-professional gap was wider for questions that demanded higher-order versus lower-order cognitive skills. Thus, students not only have a harder time answering questions on the upper levels of Bloom's taxonomy, they have a harder time grading them. Our results suggest that peer grading may be accurate enough for low-risk assessments in introductory biology. Peer grading can help relieve the burden on instructional staff posed by grading written answers-making it possible to add practice opportunities that increase student performance on actual exams.  相似文献   

IS THIS EDUCATION?     

Bernardine Freeman 《The Educational forum》2013,77(2)

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A cultural approach to patriotism     

Marcus J. Coleman  Tina M. Harris  Kevin L Bryant  Carrie Reif-Stice 《Journal of International and Intercultural Communication》2018,11(3):173-191

This study explores an under-researched phenomenon of how African Americans communicate about patriotism via ordinary political conversation. We conducted two studies that offer a critical-qualitative analysis of how patriotism is colloquially articulated among African Americans. In study one, focus group interviews were conducted, transcribed, and analyzed using constant comparative method. In study two, we conducted a quantitative content analysis. The findings from study one revealed that there are three relational conceptualizations that help characterize one’s orientation to their nation (i.e., community: subordinate, guardian, and tumultuous). Participants expressed having an attachment to, identification with, and commitment to their communities.  相似文献